ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity;
National Standards:
Physical-Structure and properties of Matter; Interactions of Energy and Matter
Earth & Space- Geochemical Cycles; Origin and Evolution of the Earth System
Context of Lesson:
This lesson falls half way through the material for this unit so will review what has already been covered (geology, earths layers, minerals and rocks). It will also introduce the next topic, plate tectonics, by discussing the Pangaea theory. Students will then build their own concept of Pangaea for homework.
Opportunities to Learn:
Depth of Knowledge
DOK 1- Recall facts of the rock cycle and other topics previously covered in the unit
DOK 2- Organze the data on the rock cycle and previously covered in the unit
Prerequisite Knowledge
They should have a grasp of the topics previously covered in the lessons of this unit.
Plans for Differentiating Instruction
Review sheet ask for various means of interpreting and using the prerequisite knowledge.
Accommodations and modifications
unknown
Environmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.
-review material previously covered
-correct any misinterpretations of material
-begin thinking of land masses as one unit later broken apart
Instruction:
Opening
-Daily teaser
-ask students to write one step of the rock cycle on the board and then connect them to review the homework which leads into a review of all topics covered in the unit so far
Engagement
-Geology-Rock Cycle Review Sheets to be worked on singly and then gone over in pairs.
- Summative Quiz
-Introduce the concept of continental drift and how todays earth may have come to be.
Closure
-Ask questions to get them thinking about how the continents may once have looked and why they think that (evidence from the text or their own prior knowledge)
-Assign Build Pangaea Assignment for homework. Ask them to think about why they put the continents together as well as building aa possible Pangaea.
Assessment:
-Review sheets on the concepts covered in the unit so far
-Pangaea building assignment
Lesson Title: Continental Drift
State Standards(GSEs);
ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity;
National Standards:
Physical-Structure and properties of Matter; Interactions of Energy and MatterEarth & Space- Geochemical Cycles; Origin and Evolution of the Earth System
Context of Lesson:
This lesson falls half way through the material for this unit so will review what has already been covered (geology, earths layers, minerals and rocks). It will also introduce the next topic, plate tectonics, by discussing the Pangaea theory. Students will then build their own concept of Pangaea for homework.Opportunities to Learn:
Depth of Knowledge
DOK 1- Recall facts of the rock cycle and other topics previously covered in the unitDOK 2- Organze the data on the rock cycle and previously covered in the unit
Prerequisite Knowledge
They should have a grasp of the topics previously covered in the lessons of this unit.Plans for Differentiating Instruction
Review sheet ask for various means of interpreting and using the prerequisite knowledge.Accommodations and modifications
unknownEnvironmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.Materials
paper, pencil, notebook, textbook, blackboard, chalk, foldables previously made, Geology-Rock Cycle Review Sheets, QuizObjectives
-review material previously covered-correct any misinterpretations of material
-begin thinking of land masses as one unit later broken apart
Instruction:
Opening
-Daily teaser-ask students to write one step of the rock cycle on the board and then connect them to review the homework which leads into a review of all topics covered in the unit so far
Engagement
-Geology-Rock Cycle Review Sheets to be worked on singly and then gone over in pairs.- Summative Quiz
-Introduce the concept of continental drift and how todays earth may have come to be.
Closure
-Ask questions to get them thinking about how the continents may once have looked and why they think that (evidence from the text or their own prior knowledge)-Assign Build Pangaea Assignment for homework. Ask them to think about why they put the continents together as well as building aa possible Pangaea.
Assessment:
-Review sheets on the concepts covered in the unit so far-Pangaea building assignment
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page